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School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being.(Author abstract)(Report)

Byline: Hsi-Sheng Wei (1), Ji-Kang Chen (2) Keywords: School attachment; Peer victimization; Homeroom teacher; Well-being; Job satisfaction Abstract: This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and... Full description

Journal Title: Social Indicators Research Feb, 2010, Vol.95(3), p.421(16)
Main Author: Wei, Hsi - Sheng
Other Authors: Chen, Ji - Kang
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: ISSN: 0303-8300
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recordid: gale_ofa230721358
title: School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being.(Author abstract)(Report)
format: Article
creator:
  • Wei, Hsi - Sheng
  • Chen, Ji - Kang
subjects:
  • Student Motivation -- Social Aspects
  • Teaching Satisfaction -- Influence
  • Peer Relations -- Influence
ispartof: Social Indicators Research, Feb, 2010, Vol.95(3), p.421(16)
description: Byline: Hsi-Sheng Wei (1), Ji-Kang Chen (2) Keywords: School attachment; Peer victimization; Homeroom teacher; Well-being; Job satisfaction Abstract: This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed. Author Affiliation: (1) Department of Social Work, National Taipei University, 151, University Rd., San Shia, Taipei, 237, Taiwan (2) Department of Social Work, Chinese University of Hong Kong, Shatin, Hong Kong Article History: Registration Date: 22/09/2009 Accepted Date: 05/07/2009 Online Date: 07/10/2009
language: English
source:
identifier: ISSN: 0303-8300
fulltext: fulltext
issn:
  • 0303-8300
  • 03038300
url: Link


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titleSchool Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being.(Author abstract)(Report)
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subjectStudent Motivation -- Social Aspects ; Teaching Satisfaction -- Influence ; Peer Relations -- Influence
descriptionByline: Hsi-Sheng Wei (1), Ji-Kang Chen (2) Keywords: School attachment; Peer victimization; Homeroom teacher; Well-being; Job satisfaction Abstract: This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed. Author Affiliation: (1) Department of Social Work, National Taipei University, 151, University Rd., San Shia, Taipei, 237, Taiwan (2) Department of Social Work, Chinese University of Hong Kong, Shatin, Hong Kong Article History: Registration Date: 22/09/2009 Accepted Date: 05/07/2009 Online Date: 07/10/2009
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abstractByline: Hsi-Sheng Wei (1), Ji-Kang Chen (2) Keywords: School attachment; Peer victimization; Homeroom teacher; Well-being; Job satisfaction Abstract: This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed. Author Affiliation: (1) Department of Social Work, National Taipei University, 151, University Rd., San Shia, Taipei, 237, Taiwan (2) Department of Social Work, Chinese University of Hong Kong, Shatin, Hong Kong Article History: Registration Date: 22/09/2009 Accepted Date: 05/07/2009 Online Date: 07/10/2009
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